Inclusion Support Officer

Mentone Girls Secondary College (MGSC) is the only government girls¿ school in the South-Eastern suburbs. Students attending the college travel from over 42 different suburbs. The school facilities include an Arts building, Technology Centre, Music and Media Centres, a Middle School Wing, Junior Learning Centre, a VCE Study Centre and a Library. The grounds include a newly upgraded oval which comprises of an all-weather running track, high jump, triple jump and long jump pits, a soccer and football playfield, basketball and netball courts and a gymnasium.  In 2021 works on a dedicated STEAM Centre were completed and in mid-2023 works begin on a student dance/yoga/wellbeing studio.

The enrolment numbers are approximately 1000 students in 2023. The school has high expectations of its staff and students. The College offers specialist programs such as instrumental music and band forms.  A Personal Learning Program is part of the compulsory curriculum for students in years 7-10 and has a well-being and resilience focus that complements the Health Education and Careers Programs.  The College has an established Enhancement Program available from Year 7. The college also has an International Student Program comprising students from several different countries. 

The College has an Instructional Model known as FIDE (Fire Up, Instruction, Do, Evaluate) which incorporates High Impact Teaching Strategies (HITS) and differentiation. Teachers routinely use data to inform curriculum design and assessment practices and actively seek student and peer feedback to inform and reflect on their teaching.

At Mentone Girls' Secondary College we value:

·         The development of the whole person through the resourcing of a broad range of curricular and co-curricular programs.

·         Student Leadership, Agency and Voice.

·         Diversity and respect.

·         Teacher collaboration. 

·         Personal best. 

·         Provision of a challenging curriculum.

·         School pride and student well-being. 

·         The benefits that STEAM education can bring to girls¿ education.

SC1 Capacity to undertake routine support tasks across a range of functions in one or more work areas within a school environment.

SC2 Demonstrated capacity to communicate effectively with members of the school community including students  and provide classroom support to students individually or in small groups under relevant staff direction 

SC3 Demonstrated proficiency with IT systems, including use of iPads, laptops, word processing, Google classroom, etc relevant to the position

SC4 Capacity to work cooperatively with a range of people including teachers, education support, students and parents.

SC5 A commitment to professional learning and growth.

Undertakes routine tasks that are usually carried out under close supervision and direction.  Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established and direction is readily available.

Work has little scope for deviation. Problems can usually be solved by reference to well documented procedures and instructions and clearly established practices.  Deviation from established procedures will require reference to others for guidance and direction.  Assistance is readily available when problems arise.  An experienced employee at range 1 will exercise limited judgement within clearly defined guidelines and well established practices that relate specifically to the tasks performed.

Does not carry responsibility for the work of others.  More experienced employees will provide basic guidance and advice to others relating to tasks within the work area.

An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor.  Supervision of students cannot be required except where it is an integral part of the employee's position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.

Qualification requirements do not operate at range 1.  Certification requirements may be required to legally perform specific tasks - e.g. driver's licence, first aid, safe food handling.

Responsibilities

Assist students on an individual or group basis in specific learning areas.

Assist with the communication between students and teachers, particularly the interpretation of instructions.

Participate in team meetings.

Assist with the supervision of students in playgrounds, at camps, on excursions and in sporting activities.

Participate in the monitoring and evaluation of programs and evaluation of individual student involvement and achievement.

Assist in the preparation of equipment and purchasing of materials and supplies as required.

Other tasks as directed by the Inclusion Support Co-ordinator.

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.

The Department of Education (the department) is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the department. The department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).

Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the department and supports for Aboriginal and/or Torres Strait Islander people in the department. Mobile: 0477 726 *** or email on: **********@education.vic.gov.au

Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:

 https://www2.education.vic.gov.au/pal/child-safe-standards/policy

The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at:

 https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

• All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
• Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
• A probationary period may apply during the first year of employment and induction and support programs provided.
• Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx